Vol. 5 Number 1. 'Championing Student-Staff Partnerships in an Age of Change'

JEIPC is an open access peer-reviewed journal that welcomes contributions which explore and celebrate partnerships between staff and students and which lead to change in educational practice. The journal was launched in 2015, initially supported by Jisc, as a way to encourage staff and students to share their work on educational partnership, and further best practice across the sector. We welcome contributions from all members of UK Higher and Further Education institutions including: (1) academic colleagues, (2) students, (3) professional and support colleagues (4) NUS Sabbatical Officers and members (5) professional bodies/employers and (6) recent alumni. To support submissions, we accept a range of submissions from traditional research articles, case studies and project reports and video submissions to shorter opinion pieces, book reviews and technology reviews. We especially welcome co-authored submissions between staff and students.

The purpose of this Issue of the journal is to explore the theme of ‘Championing Student-Staff Partnerships in an Age of Change that involve studentsContributions could focus on policy, strategy, practice and impact.  Themes could include: 

  1. Impact of student partnerships;
  2. Curriculum co-design;
  3. Curriculum delivery;
  4. Students as researchers;
  5. Developing digital capability and leadership of staff and students;
  6. Employability and graduate attributes;
  7. International perspectives and practice;
  8. Institutional approaches to partnership.

We would particularly welcome contributions from presenters from any of the annual Change Agents’ Network Conferences but welcome contributions from others on the theme of the call.

It is our aim that JEIPC will inspire, educate, amuse, and engage its readership.

Why you might like to contribute as academic or professional colleague:

  • To raise your teaching profile by outlining a case study or writing up your experiences of innovative and effective staff-student partnership;
  • To share knowledge and good practice;
  • To raise awareness of a particular methodology, issue or challenge;
  • To exercise your research and writing skills, potentially providing a springboard to publication in specialist or other peer-reviewed journals;
  • To strengthen your application for fellowship of the Higher Education Academy;
  • To include it in REF assessment or TEF provider statements;
  • To provide evidence of impact, and the continuation of partnership projects.

Why you might like to contribute as a student working in partnership with staff:

  • To share knowledge and good practice;
  • To raise awareness of a particular methodology, issue or challenge;
  • To reflect upon the development of your leadership skills;
  • To exercise your research and writing skills for journal publication;
  • To experiment in collaborative writing with academic staff;
  • To support future employability.

Submission Specifications:

 For this edition, we are keen to publish in a variety of forms of writing including:

  • Conference Reflection Pieces – short and thought provoking, responding to issues raised at a conference in keynotes or individual presentations (a maximum of 1500 words). Note: a conference reflection piece is not simply a conference report but requires, for example, critical analysis, synthesis, comparisons, etc.
  • Opinion Pieces - short and thought provoking, stating a position and drawing on facts and evidence to support it (a maximum of 750 words).
  • Technology Reviews – a critique or review of a technology application, outlining its application for learning and teaching and its strengths and weaknesses (a maximum of 1500 words).
  • Case Studies / Project Reports - based on staff and students working together to identify and deliver change, typically describing: the organisational and historical context,  specifications of the project, discussion of pedagogy/practice, implementation, evaluation and lessons learnt (a maximum of 3000 words with around 6 references)
  • Research Articles - longer papers, providing a clear rationale for the study within the body of published research, an overview of the research methodology adopted, a presentation of findings, and a discussion of those findings in relation to existing knowledge (a maximum of 5000 words and multiple references).
  • Video submission. We welcome any of the above forms in video format, however submission should not simply be employed as a way of recording a talking head video. Rather, the medium of video should be selected only if the content of the submission would be better and more clearly communicated via video.
  • Other format – if you wish to submit in an alternative format, we are more than happy to be flexible and accessible, so please get in touch with your idea.


Your submission should not have been published or be under review with another journal. Submissions are subject to peer review at the discretion of the managing editor. Submissions will be peer reviewed anonymously by at least two referees drawn from the guest editorial team. Authors will receive feedback and comments following this process and may be asked to amend their work accordingly. The editors reserve the right to make further minor editorial changes. Final proofs will be sent to authors for approval prior to publication, if there is sufficient time to do so, and must be returned by the stipulated deadline. Major alterations to the text cannot be accepted at that stage.

Detailed author submission guidance can be found at: https://journals.gre.ac.uk/index.php/studentchangeagents/about/submissions#authorGuidelines

We invite you to submit your articles by September 31st through the following link: https://journals.gre.ac.uk/index.php/studentchangeagents/pages/view/submissions

In order to submit, you will need to create an account; full details of how to do this are given on the submissions page. If you have any questions about your submission or experience difficulties submitting, please email: ed@gre.ac.uk in the first instance.